# KINDERGARTEN CURRICULUM MAP 2005

Document Sample

```					    Mathematics
                                  Mapping
                                           For
Instruction

Kindergarten
Prince William County Public Schools
June 2003 (Updated July 2005)
MAPPING FOR INSTRUCTION
Teacher: _____________________________         School: _____________________________           Subject:    Kindergarten           Year: Revised 2005

PRINCE WILLIAM COUNTY SCHOOLS
Kindergarten Mathematics Curriculum Map
The kindergarten standards place emphasis on developing the concept of number by counting; combining, sorting, and comparing sets of objects;
recognizing and describing simple repeating patterns; and recognizing shapes and sizes of figures and objects.

Students will investigate nonstandard measurement, collect data, and create graphs.

While learning mathematics, students will be actively engaged, using concrete materials and appropriate technologies such as calculators and
computers. However, facility in the use of technology shall not be regarded as a substitute for a student’s understanding of quantitative concepts and
relationships or for proficiency in basic computations.

Mathematics has its own language, and the acquisition of specialized vocabulary and language patterns is crucial to a student’s understanding and
appreciation of the subject.

Students should be encouraged to use correctly the concepts, skills, symbols, and vocabulary identified in the following set of standards.

Problem solving is the cornerstone of the mathematics curriculum. It is the central focus of the mathematics curriculum and provides the context in
which concepts and skills can be learned. Mathematical understanding develops from problem situations that have meaning to children and are related
to their environment and experiences.

Classrooms with a problem-solving basis are filled with thought-provoking questions, speculations, investigations, and explorations. Students learn that
mathematics should and does make sense. Solutions should be explained and shared enabling students to see that problems may be solved in more than
one way.

A major goal of problem-solving instruction is to enable students to develop strategies to solve problems. Strategies include but are not limited to using
manipulatives, making an organized list or table, using trial and error, drawing a diagram, looking for a pattern, and acting out a problem.
Problem solving steps should include Polya’s four-step framework for problem solving: 1. Understand the problem, 2. Devise a plan or decide on an
approach for attacking the problem, 3. Carry out the plan, 4. Look back at the problem, the answer, and what you have done to get there. Steps are not
to be taught, rather they are used as an organizer for instruction and planning.

Problem solving has been integrated throughout the six content strands. The development of problem solving skills should be a major goal of the
mathematics program at every grade level. Students must be helped to develop a wide range of skills and strategies for solving a variety of problem
types. Situations allowing students to experience problems will better prepare them to be problem solvers in their daily lives.

Updated Jan. 10, 2006                                                                                                     Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________        School: _____________________________                       Subject:         Kindergarten                   Year: Revised 2005

Sample Assessment Techniques

Category                           Technique                                                         Information Provided

Observations             Anecdotal Records                                  immediate evaluation and feedback of learning, focus on specific learner expectations, social
Conferences                                        skills and behaviors, teamwork, interactions, knowledge into context, levels of
Checklists                                         understanding, relationships, attitude, oral language skills, listening skills, analysis, real-life
application, process, procedures, equipment handling

Journals                 Journal                                            understanding, written ability, conventions, organizations, pre and post comparisons,
Personal Response Journal                          feedback to teachers, personal connections, social skills, connection to concepts in literature,
Dialogue Journals                                  understanding of story elements, internalization of literature, personal experience, goal
Reflective Interactive On-line Journals            setting, understanding process, affective mode, background knowledge

Tests and Quizzes        Multiple Choice          Paper and Pencil          pre and post test of knowledge, content mastery, ability to make inferences, recall,
True/False               Matching                  recognition, memorization, content, problem solving process, summative information

Performance Tasks        Simulations              Multimedia Productions    creativity, understanding, end product, public speaking and performing, group work,
Demonstrations           Presentations             organization skills, application of skills to new situations, reasoning skills, analysis, real-life
Lab Experiments          Software Demonstrations   application, process, procedures, equipment handling
Investigations           Data Analysis
Mathematical Models

Written Projects         Laboratory Reports       Research Papers           logical organization, hypothesis, comprehension, following directions, writing skills, use of
Essays                   Brochures                 logic, interpersonal relations, expression, vocabulary, style, understanding of different
Interactive Notes                                  writing structures/genres, research skills, evaluations, summative, initiative

Oral Projects            Retelling                Questions/Responses       comprehension, synthesis, paraphrasing, speaking and listening skills, substantiation of
Debates                  Audio Tapes               positions, development of counter argument, reasoning, assessment of background
Interviewing             Teaching a Lesson         knowledge, perspective, organization, decision making skills, personal information, attitude,
synthesizing, analyzing, memorization, interpretation, composure, confidence

Visual Projects          Story Boards             Collages/Maps/Designs     assessment of background knowledge, comprehension, organization, creativity, growth and
Illustrations            Photographs               maturity level, depth of conceptualization, good for non-readers or early readers, application,
Advertisements           Models                    synthesis, process, application of knowledge and skills, equipment use, decision making
Multimedia Projects      Scrapbooks
Science Fair Displays    Work Samples

Updated Jan. 10, 2006                                                                                                                          Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________                  School: _____________________________                 Subject:      Kindergarten              Year: Revised 2005

Curriculum Objective                                                  Essential Questions                                        Essential Skills and Processes
Critical Attributes
PWC Curriculum Strand                       Essential Questions                                                                   The student will use problem solving,
Number and Number Sense                                                                                                           mathematical communication, mathematical
   When are sets equal?                                                              reasoning, connections, and representation
SOL Reporting Category                                                                                                            to:
Number and Number Sense                        When does one set have fewer items than another set?                                 Match each member of one set with
members of another set, using the concept
Concept                                        When does one set have more items than another set?                                   of 1-to-1 correspondence to compare the
Comparing Sets of Items                                                                                                               number of members between sets, where
   What do the terms fewer, more, and the same mean?                                     each set contains 10 or fewer items.
PWC Grade Level Objective K.1                                                                                                        Compare and describe two sets of 10 or
K.1A The student will model sets            Critical Attributes                                                                       fewer items using the terms more, fewer,
containing ten or fewer concrete items.     A set is a collection of distinct elements or items.                                      and the same.
K.1B The student will identify and
describe one set as having more, fewer,     A one-to-one correspondence exists when two sets have an equal number of items.      Essential Understanding
or the same number of members as the                                                                                             All students should:
other set, using the concept of one-to-     Strategies for developing the concept of one-to-one matching involve set comparisons  Understand how quantities relate to each
one correspondence.                         without counting. Hands-on experiences in matching items between two sets into 1-to-      other, which leads to an understanding of
1 correspondence by moving, touching, and aligning objects enables visual as well as      how numbers are related to each other.
Virginia SOL K.1                            kinesthetic comparisons of the number of items in the two sets.
The student, given two sets containing
10 or fewer concrete items, will identify   Students can also use the strategy of counting to make comparisons between two sets
and describe one set as having more,        without matching the sets, using one-to-one correspondence.
fewer, or the same number of members
as the other set, using the concept of
one-to-one correspondence.

Updated Jan. 10, 2006                                                                                                                        Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________     School: _____________________________                      Subject:      Kindergarten            Year: Revised 2005

Curriculum Information                                 Instructional Strategies                                                      Possible
Suggested Activities                                                       Resources
PWC Curriculum Strand              Student will construct two sets, then describe one set as more, less, or the same.      PWC Math Web Page:
Number and Number Sense                                                                                                      http://www.pwcsmath.com
   Students are paired boy-to-girl, etc. Each pair of students holds hands. Next, the      Curriculum and Evaluation Standards,
SOL Reporting Category              teacher will ask: "Is there anyone left over? Which is less? More? Same?‖                NCTM, 1989
Number and Number Sense                                                                                                     Principals and Standards for School
   Student takes a handful of unifix cubes (i.e., two colors) from a grab bag. The          Mathematics, NCTM, 2000
Concept                             cubes of each color are snapped together. The group compares them to see which          NCTM Addenda Series – Kindergarten
Comparing Sets of Items             color is more and which is less or if they are the same.                                Math Their Way.
   Investigations in Number, Data, and Space,
PWC Grade Level Objective K.1                                                                                                Mathematical Thinking in Kindergarten,
Virginia SOL K.1                                                                                                             Investigation 1, Investigation 4
   Developing Number Concepts: Counting
Comparing and Pattern Chapter 3
   Counting and Numbers - Windows of
Mathematics, Creative Publications
   NCTM Addenda Series - Kindergarten
   Nimble with Numbers, ―Show Them
Change,‖ ―Three in a Row,‖ ―Capture
Two‖
   The M & M Counting Book by Barbara
Barbieri McGrath
   Fish Eyes by Lois Ehlert
   Anno's Counting Book by M. Anno
   Teddy Bear's One to Ten by Suzanne Gretz

AIMS Activities:
  Virginia SOL Correlations to AIMS
Activities:
http://www.aimsedu.org/statedocs/virginia/
virginia.html
  ―Matching Tops and Bottoms,‖ AIMS
Magazine, Volume 10

Updated Jan. 10, 2006                                                                                                              Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________                   School: _____________________________                   Subject:      Kindergarten               Year: Revised 2005

Curriculum Objective                                                 Essential Questions                                             Essential Skills and Processes
Critical Attributes
PWC Curriculum Strand                        Essential Questions                                                                      The student will use problem solving,
Number and Number Sense                         What are number words?                                                               mathematical communication, mathematical
reasoning, connections, and representation
SOL Reporting Category                          How do the number words relate to counting?                                          to:
Number and Number Sense                                                                                                                  Count orally the number of items in a set of
Critical Attributes                                                                          concrete items containing ten or fewer
Concept                                      There are three developmental levels of counting:                                            items, using one-to-one correspondence,
Counting Items in a Set of Ten or Less             1. Rote sequence                                                                       and identify the corresponding numeral.
2. One-to-one correspondence                                                          Identify written numerals 0 - 10 presented
PWC Grade Level Objective K.2                      3. The cardinality of numbers                                                          in random order.
K.2A The student will count the number       Counting involves two separate skills: verbalizing the standard list of the natural         Select the numeral from a given set that
of items in a set of ten or fewer concrete   number words in order – ―one, two, three,..‖ and connecting this sequence in one-to-         corresponds to a set of 10 or fewer concrete
items.                                       one correspondence with the items in the set being counted.                                  items.
K.2B The student will select a                                                                                                           Write the numerals 0 - 10.
corresponding numeral from a given set       With oral repetition and practice, students learn names and sequence of numbers.            Write a numeral that corresponds to a set of
of 10 or fewer after counting the number     When the oral sequence of numbers has been mastered, student will begin to manually          ten or fewer concrete items.
of items.                                    count numbers.
K.2C The student will write the numeral                                                                                               Essential Understanding
to tell how many are in a set of 10 or     Association of number words with collections of objects is achieved by moving,             All students should:
fewer after counting the number of         touching, or pointing to objects as the number words are spoken. Objects may be                Read and write numerals 0 - 10.
items.                                     presented in random order or arranged for easy counting. Numbers are related to                Understand that the total number of objects
specific amounts. In counting a set, the last number named represents not only the last         can be found by counting.
Virginia SOL K.2                           object named but also the total number of objects in the collection. This is referred to
The student, given a set containing ten or as the cardinality of the set (cardinal numbers). Counting objects in different order
fewer concrete items, will                 does not alter the result.
a) tell how many are in the set by
counting the number of items orally;       Kinesthetic involvement, or tracing the numbers using tactile materials, e.g., sand,
b) select the corresponding numeral        sandpaper, carpeting, or finger paint, facilitates the writing of numerals.
from a given set; and
c) write the numeral to tell how many      Articulating the characteristics of each numeral when writing numbers has been found
are in the set.                            to reduce the amount of time it takes to learn to write numbers.

Updated Jan. 10, 2006                                                                                                                            Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________      School: _____________________________                    Subject:      Kindergarten              Year: Revised 2005

Curriculum Information                                 Instructional Strategies                                                       Possible
Suggested Activities                                                        Resources
PWC Curriculum Strand           Numeral Recognition Strategies:                                                               PWC Math Web Page:
Number and Number Sense           Provide student with a variety of counting experiences (i.e., books, songs, finger         http://www.pwcsmath.com
plays).                                                                                   Curriculum and Evaluation Standards,
SOL Reporting Category                                                                                                        NCTM, 1989
Number and Number Sense            Spray shaving cream in a small pile on the table. Each student spreads out cream         Principals and Standards for School
and writes numerals.                                                                      Mathematics, NCTM, 2000
Concept                                                                                                                      NCTM Addenda Series – Kindergarten
Counting                           The teacher marks containers with the numbers 0 - 9. Students count out the              Early Childhood Math, ECM, Books
corresponding number of objects and place it in the appropriate container.                5 and 8.
PWC Grade Level Objective K.2                                                                                                Math Their Way.
Virginia SOL K.2                   Children will work in pairs with one child displaying a set of cubes numbered            Investigations in Number, Data, and Space,
from 1 - 10 and the other child sounding their instrument an equal number of              Mathematical Thinking in Kindergarten,
times.                                                                                    Investigation 1
   Developing Number Concepts: Counting
   Allow each child to trace a hand on art paper. Write the child's name on the hand         Comparing and Pattern Chapter 1
and cut it out. Make a bulletin board with an envelope at the bottom; place the cut      Nimble with Numbers Action Counting
out hands inside the envelope. Tack nine index cards on the bulletin board,              Connect to the NCTM Standards p. 16-36
number 0 - 9. Staple loops of yarn on the bulletin board. Tack some "hands"              The M & M Counting book by Barbara
inside each loop. Allow students to tack the number in loop that tells how many           Barbieri McGrath
hands. Then students can trace numeral with their finger.                                Fish Eyes by Lois Ehlert
   Teddy Bear's One to Ten by Suzanne Gretz

AIMS Activities:
  Virginia SOL Correlations to AIMS
Activities:
http://www.aimsedu.org/statedocs/virginia/
virginia.html

Updated Jan. 10, 2006                                                                                                               Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________                    School: _____________________________                       Subject:       Kindergarten                Year: Revised 2005

Curriculum Objective                                                    Essential Questions                                                Essential Skills and Processes
Critical Attributes
PWC Curriculum Strand                         Essential Questions                                                                           The student will use problem solving,
Number and Number Sense                          How do we know if the object is first, second, third, fourth, or fifth?                   mathematical communication, mathematical
reasoning, connections, and representation
SOL Reporting Category                           How do we know where to begin counting?                                                   to:
Number and Number Sense                                                                                                                        Identify the ordinal positions first, second,
Critical Attributes                                                                               third, fourth and fifth using ordered sets of
Concept                                       Understanding the cardinal and ordinal meaning of numbers is necessary to quantify,               five concrete objects and/or pictures of
Order and Compare                             measure, and identify the order of objects.                                                       such sets presented from::
    Left-to-right
PWC Grade Level Objective K.3                 An ordinal number is a number that names the place or position of an object in                        Right-to-left
K.3A The student will use ordinal             sequence or set, e.g., first, third. Ordered position, ordinal position, and ordinality are           Top-to-bottom
numbers in sequencing an ordered set of       terms that refer to the place or position of an object in a sequence or a set.                        Bottom-to-top
five objects or pictures and indicate the
ordinal position of each item.                The ordinal position is determined by where you start in an ordered set of objects or         Essential Understanding
K.3B The student will identify and            sequence of objects.                                                                          All students should:
demonstrate the meaning of ordinal                                                                                                              Use ordinal numbers to describe the order
positional terms from left-to-right, right-   The ordinal meaning of numbers is developed by identifying and verbalizing the place               of items in a sequence.
to-left, top-to-bottom, and/or bottom-to-     or position of objects in a set or sequence, e.g., the student’s position in line when
top.                                          students are lined up alphabetically by their first name.

Virginia SOL K.3                              Ordinal numbers identify the position of an object from a given starting point.
The student, given an ordered set of          Progression may be from left to right, right to left, top to bottom, or bottom to top.
three objects and/or pictures, will
indicate the ordered position of each         The starting point would be the first object in the sequence.
item, from left-to-right, right-to-left, top-
to-bottom, and/or bottom-to-top.

Updated Jan. 10, 2006                                                                                                                                  Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________      School: _____________________________                      Subject:     Kindergarten              Year: Revised 2005

Curriculum Information                                  Instructional Strategies                                                       Possible
Suggested Activities                                                        Resources
PWC Curriculum Strand              Make a stick of unifix cubes putting specific colors first, second, third, fourth, and    PWC Math Web Page:
Number and Number Sense             fifth.                                                                                     http://www.pwcsmath.com
   Curriculum and Evaluation Standards,
SOL Reporting Category             Students line up first through fifth from different starting positions.                    NCTM, 1989
Number and Number Sense                                                                                                       Principals and Standards for School
   Make a train from three shoeboxes by painting one as the engine, one as a boxcar,          Mathematics, NCTM, 2000
Concept                             and one as the caboose. The teacher emphasizes that the engine is always first and        NCTM Addenda Series – Kindergarten
Order and Compare                   the caboose is always last. Students will identify familiar objects as being in the       Early Childhood Math, ECM
first, second, or third box.                                                              Math Their Way
PWC Grade Level Objective K.3                                                                                                 Pancakes Pancakes by Eric Carle
Virginia SOL K.3

AIMS Activities:
  Virginia SOL Correlations to AIMS
Activities:
http://www.aimsedu.org/statedocs/virginia/
virginia.html
   ―Pockets,‖ AIMS Magazine, Volume 10
Issue 2, May 1997, p 3
  ―Let Me Count the Ways,‖ Primarily Bears,
Book 1
  ―A Bear Eggspedition,‖ AIMS Magazine,
Volume 7 Issue 9
  ―Mighty Mittens,‖ Glide Into Winter

Updated Jan. 10, 2006                                                                                                                Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________                 School: _____________________________                    Subject:       Kindergarten              Year: Revised 2005

Curriculum Objective                                                Essential Questions                                             Essential Skills and Processes
Critical Attributes
PWC Curriculum Strand                      Essential Questions                                                                       The student will use problem solving,
Number and Number Sense                       What is a pattern?                                                                    mathematical communication, mathematical
reasoning, connections, and representation
SOL Reporting Category                         How is a pattern identified, created, and extended?                                  to:
Number and Number Sense                                                                                                                 Group 30 or fewer objects together into sets
    What pattern is formed when counting by five? Ten?                                       of fives or tens, and then count them by
Concept                                                                                                                                  fives or by tens.
Counting                                  Critical Attributes                                                                           Investigate and recognize the pattern of
The patterns developed as a result of skip-counting are precursors for recognizing             counting by fives and tens, using 30 or
PWC Grade Level Objective K.4             numeric patterns, functional relationships, and concepts underlying money, telling             fewer concrete objects.
K.4A The student will group objects into time, and multiplication. Powerful models for developing these concepts include                Investigate and recognize the pattern of
sets of fives and tens.                   counters, hundreds boards/charts, and calculators.                                             counting by fives and tens to 30, using a
K.4B The student will recognize patterns                                                                                                 calculator.
from counting by fives and tens to thirty Skip counting by fives lays the foundation for reading a clock effectively, telling time
using concrete objects, instructional     to the nearest five minutes, and counting money, as well as developing the                 Essential Understanding
aides and calculators.                    multiplication facts for five.                                                             All students should:
    Understand that skip counting can be used
Virginia SOL K.4                           Skip counting by tens is a precursor for place value, addition, counting money, and            to count a collection of objects.
The student will investigate and           multiplying by multiples of ten.                                                              Describe patterns in skip counting and use
recognize patterns from counting by                                                                                                       those patterns to predict the next number or
fives and tens to thirty, using concrete   Calculators can be used to display visually the numeric patterns that result from skip         numbers in the skip counting sequence.
objects and a calculator.                  counting. Use the constant feature of the four-function calculator to display the
numbers in the sequence when skip counting by that constant, e.g., skip counting by
fives, press 5 + 5 = = = … to produce 5, 10, 15...

Updated Jan. 10, 2006                                                                                                                           Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________     School: _____________________________                     Subject:       Kindergarten            Year: Revised 2005

Curriculum Information                                 Instructional Strategies                                                      Possible
Suggested Activities                                                       Resources
PWC Curriculum Strand              Using adding machine tape taped above the chalkboard, write a number daily for          PWC Math Web Page:
Number and Number Sense             each day in school. Use a different color to show multiples of five, and a               http://www.pwcsmath.com
box/circle around the number to show multiples of ten. Count daily by ones,             Curriculum and Evaluation Standards,
SOL Reporting Category              fives, and/or tens.                                                                      NCTM, 1989
Number and Number Sense                                                                                                     Principals and Standards for School
   Use counters, group them into groups of five or ten; then count them.                    Mathematics, NCTM, 2000
Concept                                                                                                                     NCTM Addenda Series – Kindergarten
Counting                           Use several tens frames to count by ten, or five frames to count by fives.              Early Childhood Math, ECM, Book 7
   Math Their Way
PWC Grade Level Objective K.4      Using nickels the child will determine how many groups of five (nickels) are            NCTM Addenda Series - Kindergarten.
Virginia SOL K.4                    needed to get to 50.                                                                    Developing Number Concepts: Counting
Comparing and Pattern Chapter 2
   Using a sentence strip, make a number line with 5, 10, 15, etc. missing. Students       Two, Four, Six, Eight (A Book About
fill in the missing numbers.                                                             Legs) by Ethel and Leonard Kessler.
   The Most Amazing Hide and Seek
   Sing along with tape recordings that count by fives and tens.                            Counting Book by Robert Crowther
   Connect to the NCTM Standards, p 36
   Students will work in pairs. One student punches in a 5 on the calculator and the
other child colors in the 5 square on a 100’s chart. Each time 5 is punched on the   AIMS Activities:
calculator; the appropriate square is colored on the chart.                            Virginia SOL Correlations to AIMS
Activities:
http://www.aimsedu.org/statedocs/virginia/
virginia.html
   ―Pumpkin Cover-up,‖ AIMS Magazine,
Volume 8 Issue 3
  ―A Jar That Likes to Keep You Guessing,‖
Primarily Bears, Book 1

Updated Jan. 10, 2006                                                                                                              Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________                School: _____________________________                    Subject:       Kindergarten              Year: Revised 2005

Curriculum Objective                                               Essential Questions                                             Essential Skills and Processes
Critical Attributes
PWC Curriculum Strand                     Essential Questions                                                                       The student will use problem solving,
Number and Number Sense                      How is counting to 30 by ones done?                                                   mathematical communication, mathematical
reasoning, connections, and representation
SOL Reporting Category                       How is counting backward (twenty to zero) done?                                       to:
Number and Number Sense                                                                                                                Count forward from 1 to 30.
   What is the number before and after a given number?                                      Count backward from 20 to 1.
Concept
Counting                                  Critical Attributes                                                                       Essential Understanding
Numerals are abstract representations of objects. Our number system is based on ten,      All students should:
PWC Grade Level Objective K.5             using the digits 0 – 9. These digits are then assigned a place, giving the digit value,       Use the correct oral counting sequence in
K.5A The student will count forward to    with 0 as a placeholder. Numbers can be counted forward or backward in consecutive             both forward and backward counting
thirty.                                   order.                                                                                         situations.
K.5B The student will count backward
from twenty.                              Counting skills are essential components of the development of number ideas;
however, they are only one of the indicators of the understanding of numbers.
Virginia SOL K.5
The student will count forward to 30 and Counting forward by rote memorization advances the child’s development of
backward from 10.                        sequencing. Students should count the natural numbers, 1, 2, 3, 4, … These are not to
be confused with the whole numbers that begin with the integer zero. Counting
backward by rote memorization lays the foundation for subtraction. Students should
count backward beginning with 10, 9, 8, … through… 3, 2, 1.

Counting forward and backward can lead to the development of counting on and
counting back.

Updated Jan. 10, 2006                                                                                                                          Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________      School: _____________________________                     Subject:       Kindergarten             Year: Revised 2005

Curriculum Information                                 Instructional Strategies                                                        Possible
Suggested Activities                                                         Resources
PWC Curriculum Strand           Calendar Activities:                                                                          PWC Math Web Page:
Number and Number Sense            Straw count - Add 1 straw each day (school). Total number of days should be the            http://www.pwcsmath.com
same as the numeral written on the number line that day. The class counts the             Curriculum and Evaluation Standards,
SOL Reporting Category              straws. When there are "ten" straws, wrap them with a rubber band and move then            NCTM, 1989
Number and Number Sense             to a "tens" box.                                                                          Principals and Standards for School
Mathematics, NCTM, 2000
Concept                            Number Line - Each day record the number of days the class has attended school            NCTM Addenda Series – Kindergarten
Counting                            that year. Numbers that are multiples of ten are written in a different color. Later      Early Childhood Math, ECM, Book 1
in year underline multiples of fives. Use questions to get student responses: ex-         Math Their Way
PWC Grade Level Objective K.5       How many days have we been in school this year?                                           NCTM Addenda Series, Kindergarten.
Virginia SOL K.5                                                                                                              Number Sense Numbers on a line, p 51
   Keep a tally count of the days for the month.                                             Developing Number Concepts: Counting
Comparing and Pattern Chapter 1
   Play, "I'm thinking of a number". Give clues and student uses the calendar to help        Too Many Monkeys
figure out number.                                                                        There Were Ten in the Bed by Pam Adams
   Hand Rhymes by Mark Brown
   Children will practice counting with songs, rhymes, and finger plays such as "Ten         Finger Plays: Five Little Monkeys, Ten
Little Indians: or "Five Little Pumpkins". Counting backwards or forwards may              Little Indians
be used to time clean ups.                                                                Records: Math Readiness Count Up -
Count Down by Hap Palmer
   Play Blast-Off. Students squat down and count slowly from 10-0. Jump up
when reaching zero.                                                                    AIMS Activities:
  Virginia SOL Correlations to AIMS
Activities:
http://www.aimsedu.org/statedocs/virginia/
virginia.html
  ―You Can Count on Us,‖ Fall Into Math
and Science
  ―Apples A Peel to ME,‖ Fall Into Math and
Science
  ―Home Free,‖ Sense-able Science
  ―Feet Findings,‖ Spring Into Math and
Science

Updated Jan. 10, 2006                                                                                                                Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________                School: _____________________________                   Subject:      Kindergarten                Year: Revised 2005

Curriculum Objective                                               Essential Questions                                             Essential Skills and Processes
Critical Attributes
PWC Curriculum Strand                     Essential Questions                                                                       The student will use problem solving,
Computation and Estimation                   How are two sets combined to equal sums 1 – 10?                                       mathematical communication, mathematical
reasoning, connections, and representation
SOL Reporting Category                       How are sets separated?                                                               to:
Computation and Estimation                                                                                                             Combine two sets (knowing the number in
   When is it appropriate to combine or separate sets when shown the symbols                 each set), and count the combined set to
Concept                                       + or -?                                                                                   determine the sum, where the sum is not
Addition and Subtraction of Whole                                                                                                       greater than 10 concrete items.
Numbers                                   Critical Attributes                                                                          Remove, ―take away,‖ or separate part of a
Sums and differences can be shown using various manipulatives, including pennies.             set from a given set to determine the result
PWC Grade Level Objective K.6             The processes of addition and subtraction can be demonstrated by combining and                of subtraction.
K.6A The student will add whole           separating sets.
numbers using up to ten concrete items.                                                                                             Essential Understanding
Use manipulatives to identify and         Whole numbers are 0, 1, 2, 3, 4, 5, 6, and so on.                                         All students should:
demonstrate various combinations of                                                                                                     Understand addition joins items together
numbers with sums up to ten.              Addition is the process of combining or joining sets.                                          and subtraction separates items out.
K.6B The student will subtract whole
numbers using up to ten concrete items.   Subtraction can be viewed through a ―take away‖ or ―separate‖ interpretation or as the
Use manipulatives to represent the        difference between two sets.
process of subtraction.
Counting on from the larger set to determine the sum of the combined sets is a strategy
Virginia SOL K.6                          for finding a sum.
The student will add and subtract whole
numbers using up to ten concrete items.   Counting backward from the larger set to determine the difference between two sets is
a strategy for subtraction.

Students should ―compose‖ and ―decompose‖ numbers (i.e., 9 is 5 and 4) to begin to
develop proficiency with number facts.

Updated Jan. 10, 2006                                                                                                                          Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________         School: _____________________________                    Subject:      Kindergarten           Year: Revised 2005

Curriculum Information                                    Instructional Strategies                                                    Possible
Suggested Activities                                                     Resources
PWC Curriculum Strand                  Use counters to represent children in the pool altogether. Two children and one      PWC Math Web Page:
Computation and Estimation              child is three children. There are three children altogether. Repeat. Use more         http://www.pwcsmath.com
counters to represent more children.                                                 Curriculum and Evaluation Standards,
SOL Reporting Category                                                                                                         NCTM, 1989
Computation and Estimation             Display two apple trees on a bulletin board, with approximately ten, moveable        Principals and Standards for School
apples. Use the apples to show a displayed addition number sentence. Show             Mathematics, NCTM, 2000
Concept                                 apples fallen from the tree to make a subtraction number sentence.                   NCTM Addenda Series – Kindergarten
Addition and Subtraction of Whole                                                                                            Early Childhood Math, ECM, Book 8
Numbers                                Groups of students stand up and act out an oral word problem. Choose physical        Math Their Way
attributes, such as, short sleeves, long sleeves and the teacher will ask, "How      Math Their way Summary Newsletter.
PWC Grade Level Objective K.6           many are wearing long sleeves? ... How many are wearing short sleeves? … How         NCTM Addenda Series, Kindergarten.
Virginia SOL K.6                        many are there all together? …Those with long sleeves sit down. … How many           Peter and the Penny Tree
are left?"                                                                           Twenty Six Letters and Ninety-Nine Cents
by Tana Holban
   I went to the Market by Joseph Domjan
   There Was an Old Lady Who Swallowed a
   Big Addition Book by Becky Daniel
and Subtraction
   Navigating Through Algebra Chapters 2, 3
   The Doorbell Rings by Pat Hutchins
   Annie's Pet by Barbara Brenner
   Finger Plays: Five Little Monkeys

AIMS Activities:
  Virginia SOL Correlations to AIMS
Activities:
http://www.aimsedu.org/statedocs/virginia/
virginia.html
  ―Quick Quilts Part 1 and 2,‖ AIMS
Magazine, Volume 7 Issue 8
  ―Pig's Tale,‖ AIMS Magazine, Volume 7
Issue 10

Updated Jan. 10, 2006                                                                                                                Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________          School: _____________________________                   Subject:      Kindergarten               Year: Revised 2005

Curriculum Objective                                         Essential Questions                                           Essential Skills and Processes
Critical Attributes
PWC Curriculum Strand               Essential Questions                                                                     The student will use problem solving,
Number and Number Sense                How is a whole object divided into two equal parts (halves)?                        mathematical communication, mathematical
reasoning, connections, and representation to:
SOL Reporting Category                 What is a fraction?                                                                    Demonstrate the part to whole concept of
Number Sense                                                                                                                    one half
Critical Attributes                                                                        Represent a whole to show it having two
Concept                             Students use concrete objects to show the part-to whole concept and the part-part-          equal parts:
Fractions/Decimals                  whole concept.                                                                                o Region/area models, e.g., pie pieces
o Measurement models, e.g.,
PWC Grade Level Objective K.19      Cutting a cookie into halves represents the part-to-whole concept. Groups of objects               Cuisenaire rods, connecting cubes.
The student will use concrete       can be divided into two equal parts to show the part-to-whole relationship using
objects to show the part to whole   halves.
concept using halves.                                                                                                       All students should
A set of two green balls and two blue balls in a box represents the part-part-whole         Understand that a fraction represents a part
NO SOL                              concept. Two and two are parts and four is the whole. Emphasis is placed on the parts        of a whole.
of a whole and not on the memorization of fraction notation.                                Understand that fractional parts are equal
shares of a whole.
    Understand that the fraction name (half)
tells the number of equal parts of things
that are being counted.
    Understand that the top number
(numerator) names the number of parts
being counted.

Updated Jan. 10, 2006                                                                                                                  Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________       School: _____________________________                      Subject:       Kindergarten            Year: Revised 2005

Curriculum Information                                   Instructional Strategies                                                       Possible
Suggested Activities                                                        Resources
PWC Curriculum Strand               Tell a story about sharing a cookie between two people. Discuss how that would            PWC Math Web Page:
Number and Number Sense              be done.                                                                                   http://www.pwcsmath.com
   Curriculum and Evaluation Standards,
SOL Reporting Category              Divide the students in class in half for various activities. Half the students stand       NCTM, 1989
Number Sense                         on one side of the room, half on the other side.                                          Principals and Standards for School
Mathematics, NCTM, 2000
Concept                             Students make a stick of Unifix cubes. Make half one color and the other half a           NCTM Addenda Series – Kindergarten
Fraction/Decimals                    different color.                                                                          Early Childhood Math, ECM, Book 7
   Math Their Way
NO SOL                                                                                                                      AIMS Activities:
  Virginia SOL Correlations to AIMS
Activities:
http://www.aimsedu.org/statedocs/virginia/
virginia.html

Updated Jan. 10, 2006                                                                                                                 Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________                  School: _____________________________                  Subject:      Kindergarten                Year: Revised 2005

Curriculum Objective                                                 Essential Questions                                           Essential Skills and Processes
Critical Attributes
PWC Curriculum Strand                       Essential Questions                                                                     The student will use problem solving,
Measurement                                    Name each coin and tell its value.                                                  mathematical communication, mathematical
reasoning, connections, and representation
SOL Reporting Category                         What is the value of a collection of coins?                                         to:
Computation and Estimation                                                                                                             Describe the properties/characteristics (e.g.,
Critical Attributes                                                                         color, relative size) of a penny, nickel,
Concept                                     Involvement in varied activities such as physically manipulating coins and making           dime, and quarter.
Money                                       comparisons about their size, color, and value is prerequisite to this skill.              Identify a penny, nickel, dime, and quarter.
   Count a randomly placed collection of
PWC Grade Level Objective K.7               Counting money helps students gain an awareness of consumer skills and the use of           pennies and/or nickels or models of pennies
K.7A The student will identify and          money in everyday life.                                                                     and/or nickels, and determine its value up
recognize a penny, nickel, dime, and                                                                                                    to ten cents.
quarter.                                    A variety of classroom experiences in which students manipulate physical models of
K.7B The student will determine the         money and count forward to determine the value of a collection of coins are important   Essential Understanding
value of a collection of pennies, and /or   activities to ensure competence with money.                                             All students should:
nickels up to ten cents.                                                                                                                Develop common reference for identifying
Establishing a one-to-one correspondence between the number names and the items in             pennies, nickels, dimes, and quarters.
Virginia SOL K.7                          the set is essential for an accurate count.                                                   Understand the value of a collection of
The student will recognize a penny,                                                                                                      coins whose value is 10 cents or less.
nickel, dime, and quarter and will
determine the value of a collection of
pennies, and/or nickels whose total value
is ten cents or less.

Updated Jan. 10, 2006                                                                                                                          Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________     School: _____________________________                     Subject:       Kindergarten             Year: Revised 2005

Curriculum Information                                 Instructional Strategies                                                        Possible
Suggested Activities                                                         Resources
PWC Curriculum Strand              Use objects in the room, and teacher-made price tags to display a "store".                PWC Math Web Page:
Measurement                         Children use real or model pennies to "purchase" objects.                                  http://www.pwcsmath.com
   Curriculum and Evaluation Standards,
SOL Reporting Category             A penny a day can be earned as a reward to be spent at a teacher-made store.               NCTM, 1989
Computation and Estimation                                                                                                    Principals and Standards for School
   Start a penny jar. Save for classroom project. Have students count the pennies             Mathematics, NCTM, 2000
Concept                             periodically. They can be grouped in piles of five or ten.                                NCTM Addenda Series – Kindergarten
Money                                                                                                                         Early Childhood Math, ECM, Book 8.
   Place a coin in a sock. Children must identify the coin by putting their hand in the      Peter and the Penny Tree
PWC Grade Level Objective K.7       sock and feeling the coin.                                                                Twenty Six Letters and Ninety-Nine Cents
Virginia SOL K.7                                                                                                               by Tana Holban
   Place a penny, nickel, dime, and quarter in a sock. Children must put their hand in       I went to the Market by Joseph Domjan
the sock, feeling the coins. The teacher calls out a coin and children take it out of
the sock.                                                                             AIMS Activities:
  Virginia SOL Correlations to AIMS
Activities:
http://www.aimsedu.org/statedocs/virginia/
virginia.html
  ―Quick Quilts Part 1 and 2,‖ AIMS
Magazine, Volume 7 Issue 8
  ―A Pig's Tale,‖ AIMS Magazine, Volume 7
Issue 10

Updated Jan. 10, 2006                                                                                                                Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________              School: _____________________________                    Subject:      Kindergarten               Year: Revised 2005

Curriculum Objective                                             Essential Questions                                             Essential Skills and Processes
Critical Attributes
PWC Curriculum Strand                   Essential Questions                                                                  The student will use problem solving,
Measurement                                What types of instruments are used to measure time?                              mathematical communication, mathematical
reasoning, connections, and representation
SOL Reporting Category                     How are clocks and calendars used to measure time?                               to:
Measurement and Geometry                                                                                                        Identify different types of clocks (analog
Critical Attributes                                                                      and digital) as instruments to measure
Concept                                 Many experiences in measuring physical objects, using nonstandard and standard units     time.
Time                                    of measurement, help to develop initial understanding of measurement and will help      Identify the components of a calendar,
students connect a tool with its purpose in measuring.                                   including days, months, and seasons.
PWC Grade Level Objective K.8                                                                                                   Tell time on an analog clock to the hour.
K.8A The student will identify          Selecting from among various measuring instruments and determining which can be         Tell time on a digital clock to the
calendars and clocks as instruments     used to solve various real-life problems is introduced at this level.                    hour.
used to measure time; and hours
and days as units of time.              A precursor to connecting tools to a type of measure is an introduction to the concepts   Essential Understanding
K.8B The student will tell time to      of length, weight, time, and temperature.                                                 All students should:
the hour using an analog or digital                                                                                                   Identify an appropriate measuring tool for a
clock.                                  Many experiences in relating time on the hour to daily routines and school schedules           given unit of measure.
(e.g., catching the bus, lunch, recess, and resource time) help students develop              Apply an appropriate technique, depending
Virginia SOL K.8                        personal referents for time.                                                                   on the type of clock, to determine time to
The student will identify the                                                                                                          the nearest hour.
instruments used to measure length      Making sense of telling time to the nearest hour is reinforced when students recognize
(ruler), weight (scale), time (clock:   the positions of the hands on an analog clock and identify the corresponding time to
digital and analog; calendar: day,      the hour.
month, and season), and
temperature (thermometer).

Virginia SOL K.9
The student will tell time to the
hour using an analog or digital
clock.

Updated Jan. 10, 2006                                                                                                                        Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________      School: _____________________________                    Subject:      Kindergarten             Year: Revised 2005

Curriculum Information                                 Instructional Strategies                                                      Possible
Suggested Activities                                                       Resources
PWC Curriculum Strand              Each student moves the hands on his/her clock to show the hour indicated by the         PWC Math Web Page:
Measurement                         number of "chimes‖ heard. Next, the students show one hour before the hour and           http://www.pwcsmath.com
one-hour after the hour.                                                                Curriculum and Evaluation Standards,
SOL Reporting Category                                                                                                       NCTM, 1989
Measurement and Geometry           The students take turns showing the time by placing numbers on a teacher-made           Principals and Standards for School
digital clock. Next, the students use number squares on their own digital clock to       Mathematics, NCTM, 2000
Concept                             show times that match the hands positioned by their partner on an analog clock.         NCTM Addenda Series – Kindergarten
Time                                                                                                                        Early Childhood Math, ECM, Book 7
   Students work in groups. Each group is given a clock face and a set of number           Today is Monday by Eric Carle
PWC Grade Level Objective K.8       cards 1-12. Students identify the missing numbers on the clock face and put the         What Time Is It Around the World by
Virginia SOL K.8                    correct number cards in place. When each group is finished, they will move to the        Hans Baumann
next clock.                                                                             Explorations I, Chapter 10
   Chicken Soup with Rice by Maurice
   Students examine calendars to discuss its organization into months and days. Then        Sendak
further discuss the months in relation to seasons.                                      Clocks and How They Go by Gail Gibbons
   Record: Learning Basic Skills Through
Music, Volume Two
   Paper Clocks by Hap Palmer

AIMS Activities:
  Virginia SOL Correlations to AIMS
Activities:
http://www.aimsedu.org/statedocs/virginia/
virginia.html

Updated Jan. 10, 2006                                                                                                              Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________                         School: _____________________________                  Subject:      Kindergarten              Year: Revised 2005

Curriculum Objective                                                      Essential Questions                                            Essential Skills and Processes
Critical Attributes
PWC Curriculum Strand                                  Essential Questions                                                                     The student will use problem solving,
Measurement                                               What type of instrument is used to measure length?                                  mathematical communication,
mathematical reasoning, connections, and
SOL Reporting Category                                     How is a ruler used to solve real-life problems when measuring?                    representation to:
Measurement and Geometry
    Compare and describe lengths
Concept                                                    What is non-standard measurement?                                                       (shorter or longer) of two objects,
Linear Measurement                                                                                                                                  using direct comparison and
    How are two objects measured and compared?                                              nonstandard units of measure, e.g.,
PWC Grade Level Objective K.9                                                                                                                       foot length, hand span, new pencil,
K.9A The student will identify and                     Critical Attributes                                                                          paper clip, block.
recognize various instruments used to                  Many experiences in measuring physical objects, using nonstandard and standard units  Compare and describe heights (taller or
measure length (ruler) and explore the use             of measurement, help to develop initial understanding of measurement and will help           shorter) of two objects, using direct
of various instruments for customary and               students connect a tool with its purpose in measuring.                                       comparison and nonstandard units of
non-standard measurement.
measure, e.g., book, hand span, new
K.9B The student will compare two objects              Selecting from among various measuring instruments and determining which can be              pencil, paper clip, and block.
or events, using direct comparisons or                 used to solve various real-life problems is introduced at this level.                       Identify a ruler as an instrument to
nonstandard units of measure, according to                                                                                                          measure length.
the following attributes: length (longer,              A precursor to connecting tools to a type of measure is an introduction to the concepts
shorter), and height (taller, shorter).                of length, weight, time, and temperature.                                               Essential Understanding
All students should:
Virginia SOL K.8                                       Length is the distance along a line or figure from one point to another. Height is the      Identify an appropriate measuring tool
The student will identify the instruments              vertical length of a perpendicular to its base.                                              for a given unit.
used to measure length (ruler), weight                                                                                                             Compare and order objects according to
(scale), time (clock: digital and analog;
calendar: day, month, and season), and
Extensive opportunities are needed to gain the ability to compare the attributes of          their attributes.
temperature (thermometer).                             objects.                                                                                    Develop an understanding of measuring
with nonstandard and standard units.
Virginia SOL K.10                                      Objects are measured using standard and non-standard measurement tools. Standard
The student will compare two objects or events,        tools used to measure length are a ruler and a yardstick.
using direct comparisons or nonstandard units of
measure, according to one or more of the
following attributes: length (shorter, longer),
height (taller, shorter), weight (heavier, lighter),
temperature (hotter, colder). Examples of
nonstandard units include foot length, hands
span, new pencil, paper clip, block, etc.

Updated Jan. 10, 2006                                                                                                                                Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________      School: _____________________________                     Subject:       Kindergarten           Year: Revised 2005

Curriculum Information                                  Instructional Strategies                                                     Possible
Suggested Activities                                                      Resources
PWC Curriculum Strand              The teacher reads Peter's Chair and will have two different size chairs                 PWC Math Web Page:
Measurement                         available. One is Peter's "old" chair and one is his "grown-up" chair. The               http://www.pwcsmath.com
students measure from floor to seat of each chair and compare their heights.            Early Childhood Math, ECM, Books 3
SOL Reporting Category                                                                                                       and 7.
Measurement and Geometry           Students make clay snakes and compare lengths.                                          Curriculum and Evaluation Standards,
NCTM, 1989
Concept                            Allow each child to construct a train using connecting cubes. After each child          Principals and Standards for School
Linear Measurement                  has constructed their train, he or she will look around to find objects that are         Mathematics, NCTM, 2000
shorter or longer than their train. Allow time for discussion about how they            NCTM Addenda Series – Kindergarten
PWC Grade Level Objective K.9       found longer or shorter objects.                                                        Developing Number Concepts:
Virginia SOL K.8                                                                                                             Counting Comparing and Pattern
Virginia SOL K.10                  The child will trace their foot and cut it out. He or she will explore the room to       Chapter 3
find something that is as long as his/her foot. Allow time for discussion about         Connect to the NCTM Standards K
their findings.                                                                          pp 94-119

AIMS Activities:
  Virginia SOL Correlations to AIMS
Activities:
http://www.aimsedu.org/statedocs/virginia/
virginia.html
   ―Wrap Around Ruler,‖ AIMS
Magazine, Volume 11 Issue 10
  ―How Tall Are You,‖ Fall Into Math
and Science
  ―Feet Findings,‖ Spring Into Math
and Science
  ―Look At Me Now,‖ AIMS Magazine,
Volume 9 Issue 2

Updated Jan. 10, 2006                                                                                                               Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________                   School: _____________________________                     Subject:         Kindergarten            Year: Revised 2005

Curriculum Objective                                                  Essential Questions                                              Essential Skills and Processes
Critical Attributes
PWC Curriculum Strand                       Essential Questions                                                                         The student will use problem solving,
Measurement                                    What type of instrument is used to measure weight?                                      mathematical communication, mathematical
reasoning, connections, and representations
SOL Reporting Category                          How is a scale used to solve real-life problems when measuring?                        to:
Measurement and Geometry                                                                                                                   Identify different types of scales as
    How are two objects measured and compared?                                                 instruments to measure weight.
Concept                                                                                                                                    Compare and describe weights (heavier or
Weight                                      Critical Attributes                                                                             lighter) of two objects, using direct
Measurement at the kindergarten level will focus on the direct comparison of two                comparison and nonstandard units of
PWC Grade Level Objective K.10              objects or the measurement of the objects with nonstandard units of measurement                 measure, e.g., book, cubes, new pencil,
K.10A The student will identify             (hand, thumb, pencil, etc).                                                                     paper clip, and block.
and recognize various instruments
used to measure weight (scale).             Many experiences in measuring physical objects, using nonstandard and standard units        Essential Understanding
K.10B The student will compare              of measurement, help to develop initial understanding of measurement and will help          All students should:
two objects or events, using direct         students connect a tool with its purpose in measuring.                                          Identify an appropriate measuring tool for a
comparisons or nonstandard units            Selecting from among various measuring instruments and determining which can be                  given unit of measure.
of weight (heavier, lighter).               used to solve various real-life problems is introduced at this level.                           Compare and order objects according to
their attributes.
Virginia SOL K.8                            A precursor to connecting tools to a type of measure is an introduction to the concepts         Develop an understanding of measuring
The student will identify the               of length, weight, time, and temperature.                                                        with nonstandard and standard units of
instruments used to measure length                                                                                                           measure.
(ruler), weight (scale), time (clock:       Weight is a measure of the heaviness of object.
digital and analog; calendar: day,
month, and season), and temperature         Objects are measured using standard and non-standard measurement tools. Standard
(thermometer).                              tools used to measure weight are different types of scales.

Virginia SOL K.10                            Extensive opportunities are needed to gain the ability to compare the attributes of
The student will compare two objects or objects.
events, using direct comparisons or
nonstandard units of measure, according
to one or more of the following
attributes: length (shorter, longer), height
(taller, shorter), weight (heavier,
lighter), temperature (hotter, colder).
Examples of nonstandard units include
foot length, hands span, new pencil,
paper clip, block, etc.

Updated Jan. 10, 2006                                                                                                                              Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________      School: _____________________________                    Subject:       Kindergarten            Year: Revised 2005

Curriculum Information                                  Instructional Strategies                                                     Possible
Suggested Activities                                                      Resources
PWC Curriculum Strand               The students make a hanging balance from margarine tubs and a plastic clothes          PWC Math Web Page:
Measurement                          hanger to be used to weigh objects.                                                     http://www.pwcsmath.com
   Curriculum and Evaluation Standards,
SOL Reporting Category              The teacher will have rulers, scales, clocks, and thermometers available for use        NCTM, 1989
Measurement and Geometry             and experimentation by students.                                                       Principals and Standards for School
Mathematics, NCTM, 2000
Concept                             Students compare the weight of two objects using plastic grocery bags. Hold one        NCTM Addenda Series – Kindergarten
Weight                               bag containing an object in one hand and a bag containing the other object in the      Early Childhood Math, ECM, Books 3
other hand.                                                                             and 7
PWC Grade Level Objective K.10                                                                                              Math Their Way
Virginia SOL K.8                                                                                                            Developing Number Concepts:
Virginia SOL K.10                                                                                                            Counting Comparing and Pattern,
Chapter 3
   Connect to the NCTM Standards K,
p102-107
   Math Their Way Summary

AIMS Activities:
  Virginia SOL Correlations to AIMS
Activities:
http://www.aimsedu.org/statedocs/virginia/
virginia.html
   ―A Pumpkin With Class,‖ AIMS
Magazine, Issue 3
  ―Whoa -That's Heavy,‖ Glide Into
Winter
  ―Let Me Count The Ways,‖ Primarily
Bears

Updated Jan. 10, 2006                                                                                                              Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________                   School: _____________________________                     Subject:          Kindergarten           Year: Revised 2005

Curriculum Objective                                                  Essential Questions                                              Essential Skills and Processes
Critical Attributes
PWC Curriculum Strand                       Essential Questions                                                                     The student will use problem solving,
Measurement                                    What type of instrument is used to measure temperature?                             mathematical communication, mathematical
reasoning, connections, and representation
SOL Reporting Category                           How is a thermometer used to solve real-life problems when measuring?             to:
Measurement and Geometry                                                                                                                Identify different types of thermometers as
     What is non-standard measurement?                                                      instruments used to measure temperature.
Concept                                                                                                                                 Be introduced to the different types of
Temperature                                      How are two objects measured and compared?                                             thermometers and their uses.
    Compare and describe temperatures
PWC Grade Level Objective K.11              Critical Attributes                                                                          (hotter or colder) of two objects or events,
K.11A The student will identify             Many experiences in measuring physical objects, using nonstandard and standard units         using direct comparison.
and recognize various instruments           of measurement, help to develop initial understanding of measurement and will help
used to measure temperature.                students connect a tool with its purpose in measuring. Selecting from among various     Essential Understanding
K.11B The student will compare              measuring instruments and determining which can be used to solve various real-life      All students should:
two objects or events, using direct         problems is introduced at this level.                                                       Identify an appropriate measuring tool for a
comparisons or nonstandard units                                                                                                         given unit.
of temperature.                             A precursor to connecting tools to a type of measure is an introduction to the concepts  Compare and order objects according to
of length, weight, time, and temperature.                                                    their attributes.
Virginia SOL K.8                                                                                                                        Develop an understanding of measuring
The student will identify the               Temperature is the degree of hotness or coldness of a body or environment. Students          with nonstandard and standard units.
instruments used to measure length          should make comparisons telling whether something is hotter/colder than something
(ruler), weight (scale), time (clock:       else.
digital and analog; calendar: day,
month, and season), and                     Objects are measured using standard and non-standard measurement tools. A standard
temperature (thermometer).                  tool used to measure temperature is a thermometer.

Virginia SOL K.10                             Thermometers can be circular, bar or digital.
The student will compare two objects or
events, using direct comparisons or           Extensive opportunities are needed to gain the ability to compare the attributes of
nonstandard units of measure, according objects.
to one or more of the following
attributes: length (shorter, longer), height
(taller, shorter), weight (heavier, lighter),
temperature (hotter, colder). Examples
of nonstandard units include foot length,
hands span, new pencil, paper clip,
block, etc.

Updated Jan. 10, 2006                                                                                                                               Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________      School: _____________________________                    Subject:      Kindergarten              Year: Revised 2005

Curriculum Information                                  Instructional Strategies                                                      Possible
Suggested Activities                                                       Resources
PWC Curriculum Strand               Introduce each of the measuring instruments throughout the year as they relate to       PWC Math Web Page:
Measurement                          a unit of study. Discuss their uses (a thermometer measures temperature - body,          http://www.pwcsmath.com
air) and provide opportunities for students to have hands-on use of the instrument      Curriculum and Evaluation Standards,
SOL Reporting Category               (keep a temperature graph for a week). Discuss results.                                  NCTM, 1989
Measurement and Geometry                                                                                                     Principals and Standards for School
   The teacher will have thermometers available for use and experimentation by              Mathematics, NCTM, 2000
Concept                              students.                                                                               NCTM Addenda Series – Kindergarten
Temperature                                                                                                                  Early Childhood Math, ECM, Book 7
   Explorations I, Chapter 10
PWC Grade Level Objective K.11                                                                                               Chicken Soup with Rice by Maurice
Virginia SOL K.8                                                                                                              Sendak
Virginia SOL K.10
AIMS Activities:
  Virginia SOL Correlations to AIMS
Activities:
http://www.aimsedu.org/statedocs/virginia/
virginia.html
  ―What is the Temperature?‖ Primarily
Physics
.

Updated Jan. 10, 2006                                                                                                               Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________                      School: _____________________________                   Subject:       Kindergarten               Year: Revised 2005

Curriculum Objective                                                    Essential Questions                                             Essential Skills and Processes
Critical Attributes
PWC Curriculum Strand                           Essential Questions                                                                       The student will use problem solving,
Geometry                                           How are circles, squares, triangles, and rectangles recognized and created?           mathematical communication, mathematical
reasoning, connections, and representation to:
SOL Reporting Category                              How are two geometric shapes the same or different?                                      Identify a circle, square, triangle, and
Measurement and Geometry
rectangle.
Concept                                             What shapes are seen in the classroom, on the playground, and at home?                   Describe properties of triangles, squares, and
Plane Figures                                                                                                                                  rectangles, including number of sides and
Critical Attributes                                                                            number of corners.
PWC Grade Level Objective K.12                  A square is a rectangle with all four sides having the same length.                           Create a circle, triangle, square, and
K.12A The student will identify, describe,      A rectangle is a quadrilateral with four right angles.                                         rectangle using various methods (i.e. body
and draw two dimensional plane geometric        A quadrilateral is a polygon with four sides.                                                  movements, geoboards, tactile materials,
figures (circle, triangle, square, and          A triangle is a polygon with three angles and three sides. Children should be shown            etc.).
rectangle).                                     different types of triangles such as equilateral, isosceles, scalene, right, acute and        Describe a circle.
K.12B The student will describe the location
obtuse. However, they are not expected to name the various types.                             Draw a circle, square, triangle, and
of one object relative to another (above,
below, and next to) and identify                                                                                                               rectangle.
representations of plane geometric figures      Presentation of triangles, rectangles, and squares should be made in a variety of spatial  Identify pictorial representations of a circle,
(circle, triangle, square, and rectangle)       orientations so that students do not develop the common misconception that triangles,          square, triangle, and rectangle, regardless of
regardless of their position and orientation in rectangles, and squares must have one side parallel to the bottom of the page it is            their position and orientation in space.
space.                                          printed on.                                                                                   Describe the location of one object relative
K.12C The student will compare the size                                                                                                        to another using the terms above, below, and
(larger/smaller) and the shape of plane         A circle is a closed curve with all points in one plane and the same distance from a           next to.
geometric figures (circle, triangle, square,    fixed point (the center).                                                                     Compare and group geometric figures
and rectangle).
according to their size (larger/smaller).
A plane geometric figure is any two-dimensional closed shape. Circles and polygons            Compare and group geometric figures
Virginia SOL K.11
The student will identify, describe, and draw   are examples of plane geometric figures.                                                       (circle, square, triangle, and rectangle)
two-dimensional (plane) geometric figures       Representations of a circle, square, rectangle, and triangle can be found in the child’s       according to their shape.
(circle, triangle, square, and rectangle.       environment (e.g., school/home), and students should have opportunities to
Virginia SOL K.12                               identify/classify things in their environment by the type of shape it represents.         Essential Understanding
The student will describe the location of one                                                                                             All students should:
object relative to another (above, below, and Children are often confused when a shape such as a square is rotated. They frequently           Use their knowledge of two-dimensional
next to) and identify representations of plane refer to the rotated square as a diamond. Clarification needs to be ongoing – a square is       figures to help them systematically represent
geometric figures (circle, triangle, square,    a square regardless of its orientation. There is no such geometric shape as a diamond.         and describe their world.
and rectangle) regardless of their position and
    Develop an understanding of the shapes of
orientation in space.
Virginia SOL K.13                                                                                                                              geometric figures by using various methods.
The student will compare the size (larger,
smaller) and shape of plane geometric figures
(circle, triangle, square, and rectangle).                                                                                   continued                                            continued

Updated Jan. 10, 2006                                                                                                                                Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________                        School: _____________________________                    Subject:      Kindergarten                 Year: Revised 2005

Curriculum Objective                                                      Essential Questions                                              Essential Skills and Processes
Critical Attributes
PWC Curriculum Strand                             Critical Attributes   Continued                                                            Continued
Geometry
An important part of the geometry strand in grades K-2 is the naming and describing        Essential Understanding
SOL Reporting Category                            of shapes. Children move from their own vocabulary and begin to incorporate                All students should:
Measurement and Geometry
conventional terminology as the teacher uses the geometric terms. The van Hiele                Use a variety of skills that relate to
Concept                                           theory of geometric understanding describes how students learn geometry and                     direction, distance, and position in space to
Plane Figures                                     provides a framework for structuring student experiences that should lead to                    enhance their navigation skills.
conceptual growth and understanding.                                                           Develop strategies to sort and/to group
PWC Grade Level Objective K.12                    Level 0: Pre-recognition                                                                        plane geometric figures and begin to refine
K.12A The student will identify, describe,        Geometric figures are not recognized. For example, students cannot differentiate                the vocabulary used to explain their
and draw two dimensional plane geometric          between three-sided and four sided polygons.                                                    strategies.
figures (circle, triangle, square, and            Level 1: Visualization
rectangle).                                       Geometric figures are recognized as entities, without real awareness of parts of
K.12B The student will describe the location
of one object relative to another (above,
relationships between components of the figure. A student should recognize and name
below, and next to) and identify                  figures, and distinguish a given figure from others that look somewhat the same. ―I
representations of plane geometric figures        know it’s a rectangle because it looks like a door, and I know that the door is a
(circle, triangle, square, and rectangle)         rectangle.‖
regardless of their position and orientation in   Level 2: Analysis
space..                                            Properties are perceived but are isolated and unrelated. A student should recognize
K.12C The student will compare the size           and name properties of geometric figures. ―I know it’s a rectangle because it is closed,
(larger/smaller) and the shape of plane           it has 4 sides and 4 right angles.‖
geometric figures (circle, triangle, square,
and rectangle).
Early experiences with comparing and sorting shapes assist students in analyzing the
Virginia SOL K.11                               characteristics and properties of two-dimensional geometric shapes. Attribute blocks,
The student will identify, describe, and make relational attribute blocks, and Tangrams are among the manipulatives that are
plane geometric figures (circle, triangle,      particularly appropriate for sorting and comparing use.
square, and rectangle).
Virginia SOL K.12
The student will describe the location of one
object relative to another (above, below, and
next to) and identify representations of plane
geometric figures (circle, triangle, square,
and rectangle) regardless of their position and
orientation in space.
Virginia SOL K.13
The student will compare the size
(larger/smaller) and shape of plane geometric
figures (circle, triangle, square, and
rectangle).

Updated Jan. 10, 2006                                                                                                                                   Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________       School: _____________________________                      Subject:       Kindergarten           Year: Revised 2005

Curriculum Information                                  Instructional Strategies                                                       Possible
Suggested Activities                                                        Resources
PWC Curriculum Strand               Geometric manipulatives which can be used to combine plane geometric figures             PWC Math Web Page:
Geometry                             to create familiar shapes are:                                                            http://www.pwcsmath.com
- Tangrams               - Attribute blocks                                              Curriculum and Evaluation Standards,
SOL Reporting Category               - Pattern blocks         - Power blocks                                                   NCTM, 1989
Measurement and Geometry                                                                                                      Principals and Standards for School
   Place shapes on an overhead projector and move the projector closer and further           Mathematics, NCTM, 2000
Concept                              from the screen. Predict and discuss what happens to the shape.                          NCTM Addenda Series – Kindergarten
Plane Figures                                                                                                                 Geometry and Spatial Sense, NCTM
   Provide construction paper cut into different shapes. Students create pictures from       Addenda Series - Kindergarten
PWC Grade Level Objective K.12       the combination of shapes.                                                               Early Childhood Math, ECM, Book 3
Virginia SOL K.11                                                                                                             Math Their Way
Virginia SOL K.12                   Students will arrange their bodies on the floor to make shapes.                          Connect to the NCTM Standards K
Virginia SOL K.13                                                                                                              pp 94 -119
   How many steps do you take on each side as you walk around the shape? How                Math Their Way Summary Newsletter
many corners do you meet?                                                                Shapes and Things by Tana Hoban
   Red Bear's Fun with Shapes by Bodel
   Put shapes in a bag. Students will identify the different shapes by touch.                Rikys
   Tatum's Favorite Shape by Dorothy Thole
   Look at a shape; student will find an object in the classroom with that shape.           Round Is a Pancake by Joan Sullivan
Discuss similarity and differences.                                                      Circles, Triangles, and Squares by Tana
Hoban
   Play a fishing game. The teacher will provide a variety of circles, squares,             Shapes by Jan Pienkowski
triangles, and rectangles with a paper clip on each and a "rod" with a magnet
"hook". Each student takes turns fishing for a shape and identifying the shape        AIMS Activities:
caught.                                                                                 Virginia SOL Correlations to AIMS
Activities:
   Groups of students are provided with a variety of shapes in varying colors and           http://www.aimsedu.org/statedocs/virginia/
sizes and each responsible for creating a "shape land".                                  virginia.html
   ―You Drive Me Crackers,‖ Fall Into Math
   Play "I Spy". Students guess what item in the room is being described as the             and Science
teacher provides the item's shape and other clues such as "I spy a square that lets     ―Shape Up,‖ Fall Into Math and Science
us see outside".                                                                        ―Shape Search,‖ Sense-able Science
  ―Shape Takers,‖ AIMS Magazine, Volume
11 Issue 3
  ―Busy with Buses,‖ AIMS Magazine,
Volume 10 Issue 6

Updated Jan. 10, 2006                                                                                                                 Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________                   School: _____________________________                    Subject:     Kindergarten             Year: Revised 2005

Curriculum Objective                                                  Essential Questions                                           Essential Skills and Processes
Critical Attributes
PWC Curriculum Strand                        Essential Questions                                                                     The student will use problem solving,
Geometry                                        How are spheres, cubes, and cylinders identified?                                   mathematical communication, mathematical
reasoning, connections, and representation
SOL Reporting Category                          What are the characteristics of a sphere, cube, and cylinder?                       to:
Measurement and Geometry                                                                                                                Name and describe a sphere, cube, and
Critical Attributes                                                                         cylinder
Concept                                      Spheres, cubes, and cylinders can be identified by the number and size of their edges      Find 3-dimensional shapes in the
Solid Figures                                and corners and the shape and number of their faces.                                        classroom.
   Sort objects according to their shape.
PWC Grade Level Objective K.13               A sphere has no faces, edges, or corners.                                                  Compare and group geometric figures
The student will identify, describe, sort,                                                                                               according to size (i.e. larger/smaller).
and manipulate three-dimensional             A cylinder has two circular faces, and no edges or corners.                                Compare and describe similarities and
models of geometric figures (sphere,                                                                                                     differences between groups of three
cube, and cylinder).                         A cube has 6 faces, 12 edges, and 8 corners.                                                dimensional geometric figures.

No SOL

Updated Jan. 10, 2006                                                                                                                          Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________       School: _____________________________                     Subject:      Kindergarten             Year: Revised 2005

Curriculum Information                                  Instructional Strategies                                                       Possible
Suggested Activities                                                        Resources
PWC Curriculum Strand               Have students bring in real objects from home that are a sphere, cube, or cylinder.      PWC Math Web Page:
Geometry                             Sort by shape and talk about what was shared.                                             http://www.pwcsmath.com
   Curriculum and Evaluation Standards,
SOL Reporting Category              Play "I Spy.‖ Students guess what item in the room is being described as the              NCTM, 1989
Measurement and Geometry             teacher provides the item's shape and other clues such as "I spy a square that lets      Principals and Standards for School
us see outside".                                                                          Mathematics, NCTM, 2000
Concept                                                                                                                       NCTM Addenda Series – Kindergarten
Solid Figures                       Sort shapes using a Venn Diagram.                                                        Geometry and Spatial Sense, NCTM
PWC Grade Level Objective K.13                                                                                                Early Childhood Math, ECM, Book 2, 3, 7
No SOL                                                                                                                        Math Their Way
   Math Their Way Summary Newsletter.
   Shapes and Things by Tana Hoban
   Brown Rabbit's Shape Book by Alan Baker
   Red Bear's Fun with Shapes by Bodel
Rikys
   Tatum's Favorite Shape by Dorothy Thole
   The Shapes Game by Paul Rogers

AIMS Activities:
  Virginia SOL Correlations to AIMS
Activities:
http://www.aimsedu.org/statedocs/virginia/
virginia.html
  ―You Drive Me Crackers,‖ Fall Into Math
and Science
  ―Shape Up,‖ Fall Into Math and Science

Updated Jan. 10, 2006                                                                                                                Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________                 School: _____________________________                      Subject:       Kindergarten            Year: Revised 2005

Curriculum Objective                                                Essential Questions                                            Essential Skills and Processes
Critical Attributes
PWC Curriculum Strand                      Essential Questions                                                                       The student will use problem solving,
Probability and Statistics                    What methods can be used to gather and record data?                                   mathematical communication, mathematical
reasoning, connections, and representation
SOL Reporting Category                        How is data sorted and classified?                                                    to:
Probability and Statistics                                                                                                              Gather data on given categories by
Critical Attributes                                                                           counting and tallying e.g., favorites,
Concept                                    Data is information collected about people or things. The primary purpose of                  number of days of various types of weather
Statistics                                 collecting data is to answer questions.                                                       during a given month, types of pets, types
of shoes.
PWC Grade Level Objective K.14             Tallying is a method for gathering information. Tally marks are used to show how
The student will gather data relating to   often something happens or occurs. Each tally mark represents one occurrence. Tally         Essential Understanding
familiar experiences by counting,          marks are clustered into groups of five, where there are four slash marks representing All students should:
tallying, sorting, and classifying.        the first four occurrences and the fifth slash mark crosses the first four on a diagonal to  Pose questions and gather data about
represent the fifth occurrence.                                                                 themselves and their surroundings.
Virginia SOL K.14                                                                                                                         Understand how data are collected and
The student will gather data relating to   When data are presented in an organized manner, children can describe the results of            presented in an organized manner by
familiar experiences by counting and       their investigation, e.g., identify parts of the data that have special characteristics,        counting and tallying.
tallying.                                  including categories with the greatest, the least, or the same.

In the process of gathering data, students make decisions about what is relevant to
their investigation, e.g., students collecting data on their classmate’s favorite pets
decide to limit the categories to common pets.

When students begin to collect data, they recognize the need to categorize, which
helps develop the understanding of ―things that go together.‖ Categorical data is used
when constructing picture graphs and bar graphs.

Updated Jan. 10, 2006                                                                                                                           Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________      School: _____________________________                     Subject:       Kindergarten            Year: Revised 2005

Curriculum Information                                  Instructional Strategies                                                      Possible
Suggested Activities                                                       Resources
PWC Curriculum Strand               Encourage students to gather graph information as they are constructing graphs          PWC Math Web Page:
Probability and Statistics           (concrete, pictorial, symbolic). Then ask "Can you make predictions or draw any          http://www.pwcsmath.com
conclusions from the graph?" Record response on large chart paper.                      Curriculum and Evaluation Standards,
SOL Reporting Category                                                                                                        NCTM, 1989
Probability and Statistics          Using birthday cake cut-outs, make tally marks (to represent candles) for each          Principals and Standards for School
child who has a birthday in a specific month.                                            Mathematics, NCTM, 2000
Concept                                                                                                                      NCTM Addenda Series – Kindergarten
Statistics                          The students are divided into two teams and play any game where a correct               Early Childhood Math, ECM, Books 1
response earns a point. Tally the points by counting.                                    and 6
PWC Grade Level Objective K.14                                                                                               Math Their Way, p. 140-163
Virginia SOL K.14                   The teacher provides tallying activities in daily lessons by tallying and counting      Math Their Way Summary Newsletter
such things as, number of boys and girls present, birthdays in the month, type of       Connect to the NCTM Standards K,
milk, or ice cream for snack.                                                            pp 122-127
   Jeanne Marie Counts Her Sheep by
Françoise
   The Twelve Days of Christmas North by
Lois Barger
   The Mitten by Jan Brett
   Caps For Sale by Esphyr Slobodkina

AIMS Activities:
  Virginia SOL Correlations to AIMS
Activities:
http://www.aimsedu.org/statedocs/virginia/
virginia.html

Updated Jan. 10, 2006                                                                                                               Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________                School: _____________________________                     Subject:        Kindergarten             Year: Revised 2005

Curriculum Objective                                               Essential Questions                                             Essential Skills and Processes
Critical Attributes
PWC Curriculum Strand                     Essential Questions                                                                        The student will use problem solving,
Probability and Statistics                   What does the data on a graph show?                                                    mathematical communication, mathematical
reasoning, connections, and representation
SOL Reporting Category                       How can data be shown in different ways?                                               to:
Probability and Statistics                                                                                                              Display data by arranging concrete objects
Critical Attributes                                                                            into organized groups to form a simple
Concept                                   Pictorial graphs are graphs that use pictures to show and compare information. A key           object graph.
Statistics                                is often used to indicate what each picture represents e.g., one picture of a dog             Display data using pictorial representations
represents five dogs.                                                                          of the data to form a simple pictorial graph,
PWC Grade Level Objective K.15                                                                                                           (e.g., picture graph of the types of shoes
Virginia SOL K.15                         Object graphs are graphs where concrete materials are used to represent the                    worn by students on a given day).
The student will display objects and      categorical data that is collected e.g., cubes stacked by the month, where one cube           Display information in tables, either in
information, using object and pictorial   represents the birthday month of each student.                                                 rows or columns, (e.g., tables showing the
graphs and tables.                                                                                                                       number of bunnies in one column and the
Tables are an orderly arrangement of data in which the data are arranged in columns            number of ears the bunnies have in another,
and rows in an essentially rectangular format. Tables may be used to display some              or the time schedule for classroom
type of numerical relationship or organized lists e.g., input/output functions; tables         activities).
showing one candy costs five cents, two candies cost ten cents, etc.
Essential Understanding
Students represent data to convey results at a glance, using concrete objects, pictures,   All students should:
and numbers to give a ―picture‖ of the organized data.                                         Understand data can be represented using
concrete objects, pictures, and graphs.
When data are displayed in an organized manner, children can describe the results of           Understand that different types of
their investigation.                                                                            representations emphasize different things
Graphs can be used to make connections between mathematics and social studies                  Understand pictorial graphs use pictures to
and/or science, e.g., job areas and the different people that work in these areas:              show and compare information; object
health—doctor, nurse; education—teachers, principals, students, parents.                        graphs use concrete materials to represent
categorical; and tables can be used to show
an orderly arrangement of data in columns
and rows.

Updated Jan. 10, 2006                                                                                                                           Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________       School: _____________________________                     Subject:       Kindergarten             Year: Revised 2005

Curriculum Information                                  Instructional Strategies                                                        Possible
Suggested Activities                                                         Resources
PWC Curriculum Strand               Students build concrete graphs with bodies, shoes, and toys.                              PWC Math Web Page:
Probability and Statistics                                                                                                      http://www.pwcsmath.com
   Student place pictures on a graph in place of the real object.                            Early Childhood Math, ECM
SOL Reporting Category                                                                                                         Curriculum and Evaluation Standards,
Probability and Statistics          The student builds a symbolic graph. In place of the real object, the student writes       NCTM, 1989
a name or word on the graph.                                                              Principals and Standards for School
Concept                                                                                                                         Mathematics, NCTM, 2000
Statistics                          Use descriptive vocabulary to interpret data: more, less, equal, fewest, etc.             NCTM Addenda Series – Kindergarten
   Connect to the NCTM Standards K,,
PWC Grade Level Objective K.15      Graph construction begins with two columns and extends to several.                         pp 128 -133
Virginia SOL K.15                                                                                                              Caps for Sale by Esphyr Slobodkina
   A variety of graphs need to be constructed (horizontal, vertical, and pie). Using a       Explorations for Early Childhood,
teacher-made grid, children will color a post-it-note or ice cream shape to show           Chapters 7 and 16
their favorite flavor and then place on a classroom grid. Repeat activity using           Guess Who My Favorite Person Is? by
story characters, eye color, etc.                                                          Byrd Baylor
   Whose Shoes? By Brian Wildsmith
   Red Is Best by Kathy Stinson

AIMS Activities:
  Virginia SOL Correlations to AIMS
Activities:
http://www.aimsedu.org/statedocs/virginia/
virginia.html
Volume 6 Issue 5
  ―Thanksgiving Soup,‖ AIMS Magazine,
Volume 6 Issue 4
  ―Pets are Part of the Picture,‖ AIMS
Magazine, Volume 5 Issue 10
  ―Pockets,‖ AIMS Magazine, Volume 10
Issue 2
  ―Going Nuts,‖ Fall Into Math and Science
  ―Valentine Candy Count,‖ Fall Into Math
and Science

Updated Jan. 10, 2006                                                                                                                 Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________                  School: _____________________________                   Subject:      Kindergarten              Year: Revised 2005

Curriculum Objective                                                  Essential Questions                                           Essential Skills and Processes
Critical Attributes
PWC Curriculum Strand                       Essential Questions                                                                      The student will use problem solving,
Probability and Statistics                     Which color will occur most frequently when a two-color counter is dropped or a      mathematical communication, mathematical
multi-colored spinner is used?                                                       reasoning, connections, and representation
SOL Reporting Category                                                                                                               to:
Probability and Statistics                     How can the results of a probability experiment be recorded?                            Conduct investigations of probability
through hands-on activities e.g., dropping
Concept                                        What can be predicted from a probability experiment?                                     two-colored counters or using a multi-
Probability                                                                                                                              colored spinner.
Critical Attributes                                                                         Describe verbally, pictorially and/or with
PWC Grade Level Objective K.16              Probability is the likelihood that an event will occur.                                      tally marks the outcome of dropping a two-
Virginia SOL K.16                                                                                                                        colored counter or using a multicolored
The student will investigate and describe   The concept of experimental probability is introduced through informal activities such       spinner e.g., the number of times the red
the results of dropping a two-colored       as dropping a two-colored counter (usually a chip that has a different color on each         side of the counter landed up compared to
counter or using a multicolored spinner.    side) or using a multicolored spinner (a circular spinner that is divided equally into       the number of times the counter was
two, three, four, or more equal ―pie‖ parts where each part is filled with a different       dropped.
color).
Essential Understanding
Answering questions about the likelihood of events, such as, ―Which is more likely (or All students should:
less likely)?‖, begin at this level. Hands-on experimentation with two-colored counters  Develop an understanding of chance
and spinners help children to understand the likelihood of an event.                        (likelihood of an event through informal
investigations with spinners and two-
Early probability investigations help students learn to enjoy and appreciate the value      colored counters).
of probability.

Through discussion, students may realize that a particular outcome is dependent upon
the given situation.

Updated Jan. 10, 2006                                                                                                                          Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________      School: _____________________________                     Subject:       Kindergarten              Year: Revised 2005

Curriculum Information                                  Instructional Strategies                                                        Possible
Suggested Activities                                                         Resources
PWC Curriculum Strand               In small groups, drop a two-color counter ten times. Discuss which side (color)           PWC Math Web Page:
Probability and Statistics           shows up more. Discuss results. Repeat again and see if results change. (Drop              http://www.pwcsmath.com
five times and see if results are the same). Through exploration and discussion,          Curriculum and Evaluation Standards,
SOL Reporting Category               students can begin to make predictions.                                                    NCTM, 1989
Probability and Statistics                                                                                                     Principals and Standards for School
   Use Unifix blocks. Each time a student spins the multi-colored spinner, he/she             Mathematics, NCTM, 2000
Concept                              places a unifix block of the same color in the middle of the table. After spinning a      NCTM Addenda Series – Kindergarten
Probability                          given number of times, count the blocks to see what color the student has most of         Mathematics Their Way Summary
PWC Grade Level Objective K.16      Place colored blocks in a bag (i.e., 10 of one color and 10 of another color).            Math Their Way, Chapter 4
Virginia SOL K.16                    Students predict what color block will be selected from the bag. Select one block         Connect to the NCTM Standards K,
from bag without peeking. Graph results. Next, the teacher will ask if this will be        pp 134-139
the result every time. Continue activity a given number of times.
AIMS Activities:
  Virginia SOL Correlations to AIMS
Activities:
http://www.aimsedu.org/statedocs/virginia/
virginia.html
  ―Scatterbeans,‖ AIMS Magazine, Volume
10 Issue 4

Updated Jan. 10, 2006                                                                                                                 Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________                 School: _____________________________                    Subject:      Kindergarten               Year: Revised 2005

Curriculum Objective                                                Essential Questions                                            Essential Skills and Processes
Critical Attributes
PWC Curriculum Strand                      Essential Questions                                                                      The student will use problem solving,
Patterns, Functions, and Algebra              How are the color, size, shape, and texture of an object described?                  mathematical communication, mathematical
reasoning, connections, and representation
SOL Reporting Category                        How many different ways can these objects be sorted using one or more common         to:
Patterns, Functions, and Algebra               attributes?                                                                             Sort objects into appropriate groups
(categories) based upon an attribute such as
Concept                                       How can data be gathered using concrete objects?                                         size, shape, or color.
Classification                                                                                                                         Classify sets of objects into three groups
Critical Attributes                                                                          (categories) of one attribute, e.g., for size:
PWC Grade Level Objective K.17              To classify is to arrange or organize a set of materials according to a category or         small, medium and large.
The student will sort and classify objects attribute (a quality or characteristic of a thing).
according to similar attributes (size,                                                                                              Essential Understanding
shape, color, and texture).                General similarities and differences among items are easily observed, and children       All students should:
entering kindergarten are able to focus on any one attribute. The teacher’s task is to       Understand the same set of objects can be
Virginia SOL K.17                          move students toward a more sophisticated understanding of classification where two           sorted and classified in different ways.
The student will sort and classify objects or more attributes connect or differentiate sets such as those found in nature, e.g.,
according to similar attributes (size,     leaves with different colors and different shapes.
shape, and color).

Updated Jan. 10, 2006                                                                                                                          Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________         School: _____________________________                       Subject:     Kindergarten             Year: Revised 2005

Curriculum Information                                     Instructional Strategies                                                        Possible
Suggested Activities                                                         Resources
PWC Curriculum Strand                 Compare two objects and tell how they are alike and different. (Venn Diagram)            PWC Math Web Page:
Patterns, Functions, and Algebra                                                                                                 http://www.pwcsmath.com
   Provide a group of objects for students to search for common attributes. The             Curriculum and Evaluation Standards,
SOL Reporting Category                 teacher records the attributes and students sort objects according to those               NCTM, 1989
Patterns, Functions, and Algebra       attributes. Begin classifying using one attribute and extend to include many.            Principals and Standards for School
Mathematics, NCTM, 2000
Concept                               On the floor, make a circle of paper plates and place a colored piece of paper on        NCTM Addenda Series – Kindergarten
Classification                         each. As music plays, the students walk around the circle. When the music stops,         Making Sense of Data, NCTM Addenda
they stop next to the nearest plate. They name something in the room that is the          Series - Kindergarte
PWC Grade Level Objective K.17         same color as their plate. As an extension, colored paper can be exchanged with          Early Childhood Math, ECM, Book 6
Virginia SOL K.17                      objects such as shapes or picture cards.                                                 Math Their Way, p. 140-163
   Connect to the NCTM Standards K,
   Students will sort their favorite books by different attributes.                          pp 140-145
   Math Their Way Summary Newsletter
   The teacher demonstrates sorting a few attribute blocks into two groups, placing         All Sorts Well, Tony
them onto a piece of white or black construction paper, without explaining the           The Button Box by Margarette Reid
sorting rule. She then holds up one shape at a time, waiting for students to show        A House Is A House For Me by Mary Ann
her which group it fits into by silently holding up a white or black cube. When all       Hoberman
shapes have been sorted, the sorting rule is discussed.                                  Is It Red? Is It Yellow? Is It Blue? by Tana
Hoban
   Provide two boxes: one with the word NOT on it. Children sort objects into the           Is It Rough? Is It Smooth? Is It Shiny? by
boxes according to if they have the characteristic given or NOT.                          Tana Hoban
   Buttons, Buttons by Rozanne Lanczak
   Using two boxes, one labeled ―not,‖ students sort objects into those having a             Williams
certain characteristic and those that do ―not‖ have that characteristic.
AIMS Activities:
  Virginia SOL Correlations to AIMS Activities:
http://www.aimsedu.org/statedocs/virginia/
virginia.html
    ―Harriet's Halloween Treats,‖ AIMS
Magazine, Volume 6 Issue 5
   ―If the Shoe Fits,‖ Glide into Winter
Volume 6 Issue 5

Updated Jan. 10, 2006                                                                                                                   Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________                  School: _____________________________                      Subject:       Kindergarten               Year: Revised 2005

Curriculum Objective                                                  Essential Questions                                               Essential Skills and Processes
Critical Attributes
PWC Curriculum Strand                       Essential Questions                                                                          The student will use problem solving,
Patterns, Functions, and Algebra               What is a pattern?                                                                       mathematical communication, mathematical
reasoning, connections, and representation
SOL Reporting Category                         How is a pattern identified, created, and extended?                                      to:
Patterns, Functions, and Algebra                                                                                                            Observe and identify the basic repetitive
Critical Attributes                                                                              pattern found in repeating patterns of
Concept                                     Pattern recognition is a fundamental cornerstone of mathematics, particularly algebra.           common objects, sounds, and movements
Patterns and Functions                                                                                                                       that occur in real-life situations, where
A pattern is a series of objects, events, numbers or ideas that repeat or grow so that           there are four or fewer elements in the basic
PWC Grade Level Objective K.18              what comes next can be predicted. Movements, sounds, as well as objects can form a               repetitive pattern, e.g., ABCD, AABB,
K.18A The student will identify, and        pattern.                                                                                         ABAB.
describe patterns found in common                                                                                                           Describe the basic repetitive pattern found
objects, sounds, and movements.             Extending patterns requires the following sequence:                                              in a repeating pattern where there are four
K.18B The student will extend a                Identify the repeating function of the pattern.                                               or fewer elements in the basic repetitive
repeating pattern found in common              Recreate the repeating function of the pattern.                                               pattern, e.g., ABCD, AABB, ABAB.
objects, sounds, and movements.                Extend the repeating function of the pattern.                                                Extend a repeating pattern by showing at
least two repetitions, e.g., ABCDABCD; or
Virginia SOL K.18                           Pattern recognition and the extension of the pattern allows students to make                     AABBAABB.
The student will identify, describe, and    predictions.                                                                                    Identify patterns in the environment.
extend a repeating relationship (pattern)
found in common objects, sounds, and        The simplest types of patterns are repeating patterns. The patterns can be oral, such as     Essential Understanding
movements.                                  the refrain in Old MacDonald’s Farm — ―e-i-e-i-o‖; or physical with clapping and             All students should:
snapping patterns; or combinations of both with songs like the Hokey Pokey. In each              Understand patterns are a way to recognize
case, students need to identify the basic unit of the pattern and repeat it. Opportunities        order and organize their world and to
to create, recognize, describe, and extend repeating patterns are essential to the                predict what comes next in an arrangement.
primary school experience.

Sample repeating patterns (repeating the basic unit): ABABABAB, ABCABC,
AABBAABBAABB, AABAAB, AABCAABC, and ABACABAC.

Updated Jan. 10, 2006                                                                                                                               Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________         School: _____________________________                      Subject:       Kindergarten            Year: Revised 2005

Curriculum Information                                     Instructional Strategies                                                        Possible
Suggested Activities                                                         Resources
PWC Curriculum Strand                 Pattern Block Walls                                                                       PWC Math Web Page:
Patterns, Functions, and Algebra       Make a pattern using 6 or 7 blocks. Then record the pattern. Extend the pattern            http://www.pwcsmath.com
using pattern blocks.                                                                     Curriculum and Evaluation Standards,
SOL Reporting Category                                                                                                            NCTM, 1989
Patterns, Functions, and Algebra      Use colored macaroni and have students make a necklace with patterns such as              Principals and Standards for School
ABAB, AABB, etc.                                                                           Mathematics, NCTM, 2000
Concept                                                                                                                          NCTM Addenda Series – Kindergarten
Patterns and Functions                Students choose holiday cut-outs to color, cut, and glue onto sentence strips (or         Early Childhood Math, ECM, Book 7
candy cane shape, etc.) to form a pattern.                                                Math Their Way
PWC Grade Level Objective K.18                                                                                                   Connect to the NCTM Standards K,
Virginia SOL K.18                     Using students, make people patterns, such as, boy-girl, boy-girl; tall-short, tall-       pp 42-67
short; standing-kneeling, standing-kneeling, etc.                                         Two, Four, Six, Eight (A Book About Legs)
by Ethel and Leonard Kessler.
   Working in groups of three, the students take turns using two musical instruments         The Most Amazing Hide and Seek Counting
to create six sound patterns. Each student records the patterns in a Sound Pattern         Book by Robert Crowther
book. Groups exchange their books, taking turns to re-create the sound patterns by        Brown Bear, Brown Bear by Bill
   Too Much Noise by Ann McGovern
   Going On a Bear Hunt
   The Little Drummer Boy by Ezra Keats

AIMS Activities:
 Virginia SOL Correlations to AIMS
Activities:
http://www.aimsedu.org/statedocs/virginia/
virginia.html
  ―Pumpkin Cover-up,‖ AIMS Magazine,
Volume 8 Issue 3
 “A Jar That Likes to Keep You Guessing,‖
Primarily Bears, Book 1

Updated Jan. 10, 2006                                                                                                                   Kindergarten Curriculum Map
MAPPING FOR INSTRUCTION
Teacher: _____________________________   School: _____________________________   Subject:   Kindergarten           Year: Revised 2005

Updated Jan. 10, 2006                                                                                      Kindergarten Curriculum Map

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